World Health Organization Collaborating Centre for Health Promotion, National University of Ireland Galway, University Road, H91TK33 Galway, Ireland.
Int J Environ Res Public Health. 2020 May 7;17(9):3249. doi: 10.3390/ijerph17093249.
School-based social and emotional learning (SEL) programs have been shown to be effective in producing positive outcomes for adolescents. However, variability in implementation quality can have a negative impact on these program effects. The aim of this current study is to examine the variability in implementation quality for schools implementing the MindOut program and to identify factors that were likely to contribute to this variability. Employing a mixed methods approach, quantitative and qualitative implementation data were collected from teachers (n = 16) and students (n = 280) who participated in the MindOut program. Quantitative indicators were used to score schools' implementation quality across four dimensions (dosage, adherence/fidelity, quality of delivery and participant responsiveness), and these were averaged to determine overall level of implementation (high/low). Qualitative data identified factors that contributed to implementation quality, and factors were then analyzed in accordance with the schools' implementation level grouping. Findings indicated that variability in implementation quality existed both between and within schools. A total of eight schools were assigned as high implementers and another eight as low implementers. Influencing factors were categorized into five themes: (i) program factors, (ii) participant factors, (iii) teacher factors, (iv) school contextual factors, and (v) organizational capacity factors. Several differences between high and low implementers were found in relation to these influencing factors. The findings contribute to the evidence on implementation quality in schools by advancing knowledge on measuring implementation quality across multiple dimensions and informants successfully. These findings can also inform practitioners of the main influencing factors in schools so that strategies can be developed to optimize implementation quality in the future.
学校层面的社会情感学习（SEL）项目已被证明对青少年产生积极影响是有效的。然而，实施质量的变异性可能对这些项目效果产生负面影响。本研究旨在考察实施 MindOut 项目的学校实施质量的变异性，并确定可能导致这种变异性的因素。本研究采用混合方法，从参与 MindOut 项目的教师（n=16）和学生（n=280）中收集了定量和定性的实施数据。定量指标用于对学校在四个维度（剂量、遵从/保真度、交付质量和参与者反应性）的实施质量进行评分，并对这些指标进行平均以确定总体实施水平（高/低）。定性数据确定了对实施质量有贡献的因素，然后根据学校的实施水平分组对因素进行分析。研究结果表明，实施质量存在学校之间和学校内部的变异性。共有八所学校被评为高执行者，另有八所学校被评为低执行者。影响因素分为五个主题：（i）项目因素，（ii）参与者因素，（iii）教师因素，（iv）学校背景因素，和（v）组织能力因素。在这些影响因素方面，高执行者和低执行者之间存在一些差异。研究结果通过成功地在多个维度和报告者中衡量实施质量，为学校实施质量方面的证据做出了贡献。这些发现还可以为学校的从业者提供主要影响因素的信息，以便未来制定优化实施质量的策略。
